III. Resources for Teaching Intangible Cultural Heritage
This section provides a resource kit, practical tools, readings and online sources to support teachers in incorporating ICH into their curriculum. Click on the title to access the resource.
Teaching and Learning with Living Heritage: Resources for Teachers
This survey and resource kit for teachers includes practical tools and resources on ICH to be used in the classroom as well as pilot case study and pilot project examples.
The video introducing this resource can be found here.
Articles:
Akbulut, M. G. Z.2022. Teaching and learning through and about intangible cultural heritage: Intangible cultural heritage. International Journal of Curriculum and Instruction, 14(3), 2723-2749.
This article provides practical tools for transmitting intangible cultural heritage through UNESCO teaching practices that provide content for learning processes that enhance context-based questions for high school geography and history classes. This longitudinal qualitative document analysis study examines the intangible elements representing Turkish culture within the framework of the legitimacy source of power (Kök-Tengri faith and Kut). New studies can be conducted on the foundations of this research, highlighting how intangible cultural heritage elements can be integrated into instructional content designs with the hopes of reinforcing the transmission of the intangible cultural heritage to younger generations.
Rodriguez, Rosana and García, Juanita. 2010. Incorporating Intangible Cultural Heritage into Curriculum. IDRA Newsletter, November – December 2010. 14(3), 2723-2749.
This newsletter provides a practical supplement to the chapter by highlighting teaching practices that safeguard and promote respect for the intangible cultural heritage of communities, groups and individuals. Among the resources provided are a list of ways educators can create culturally relevant curriculums and provide culturally proficient mentoring and coaching. The article discusses the ways that educators can use children’s literature that is reflective of cultural identity, incorporate vernacular cultural sayings and promote extracurricular activities that utilize community resources.